arXiv:2606. 12422v1 Announce Type: cross Abstract: The integration of large language models (LLMs) into educational assessment represents a transformative shift in classroom grading practices.
By Zewei Tian, Alex Liu, Lief Esbenshade, Michael Xiao, Zachary Zhang, Yulia L\'apicus, Thomas Han, Kevin He, Min Sun
arXiv:2608. 07523v1 Announce Type: cross Abstract: Difficulty differences across parallel-class programming examinations affect the fairness of course assessment.
By Hongfei Yan, Jiangkai Xiong, Yiqing Li, Chong Chen
Small language models can grade open‑ended exam answers as reliably as much larger models when they use an explicit rubric. In experiments with six cost‑efficient model configurations, the rubric decouples grading from judge intelligence, with answer identity explaining 95.6% of score variance and judge identity only 0.2%. Removing rubric criteria or the official answer collapses reliability and inflates scores, showing the rubric’s essential role.
By Jhen-Ke Lin
arXiv:2504.02323v5 Announce Type: replace
Abstract: Large language models (LLMs) have created new opportunities to assist teachers and support student learning. While researchers have explored variou...
By Clayton Cohn, Ashwin T S, Naveeduddin Mohammed, Gautam Biswas
arXiv:2607. 02432v1 Announce Type: new Abstract: Scalable and reliable grading of command-line examinations remains a challenge in computing education, where rising enrolments make manual marking difficult and rule-based autograders cannot handle partial credit, equivalent solutions, or syntactic variation.
By Manuel Alonso-Carracedo, Ruben Fernandez-Boullon, Pedro Celard, Francisco J. Rodriguez-Martinez, Lorena Otero-Cerdeira
arXiv:2609.13824v1 Announce Type: new
Abstract: Large language models (LLMs) are increasingly used to evaluate the responses of other language models. This approach, known as LLM-as-a-Judge, is faste...
By Aakash Kumar Tiwari